Research in Engineering Education Symposium 2011 - rees2009

Universidad Politécnica de Madrid (UPM) Página 947 de 957
Interpersonal GC-13. Ability to work in a team with responsibility and flexibility
(teamwork).
GC-14. Ability to work in an interdisciplinary team. GC-15. Ability to work
in an international context. GC-16. Interpersonal skills.
GC-17. Appreciation of diversity and multiculturality.
GC-18. Ethical commitment.
GC-19. Critical and self-critical abilities.
Systemic GC-20. Ability to work autonomously.
GC-21. Capacity to adapt to new situations.
GC-22. Capacity for generating new ideas (creativity). GC-23. Leadership.
GC-24. Understanding of cultures and customs of other countries.
GC-25. Initiative and enterprising spirit. GC-26. Concern for quality.
GC-27. Sensibility to environmental matters.
Table 1 shows the competences taking into account in our study.
Objectives, contents, methodology and assessment
Once the competences were outlined, each lecturer determined the subject objectives and
related them to both generic and specific competences. Afterwards, they detailed contents
and teaching activities. The activities outlined were selected from Alfaro (2006), where
they were classified into big group work, seminars, practical classes, ECTS tutorials,
autonomous work in groups and individual autonomous work. We expected that the
educational model would not be centred exclusively on lectures but rather it would
promote different types of work such as group work, individual study and tutorials.
As a result of the activities designed, lecturers estimated the number of hours that every
single student would have to work to pass each subject. Finally, once the planning and the
sequence of activities were designed, lecturers established the subject assessment criteria.
All the obtained data were collected and a new guide was generated.
Activities Planning
According to the Bologna process and university general directives, one student is
supposed to work about 40 hours per week during the academic year to be in the best
conditions to succeed. Therefore, the distribution of activities was planned in such a way
that students should devote forty hours per week, approximately, taking into account both
work at classroom and autonomous work.
The first year usually begins with a greater load of activities at classroom especially
lectures and problem sessions, because students do not have the necessary knowledge to
develop more interactive activities. For that, it is highly recommended to give them a
theoretical basis that let them develop the skills and required attitudes. As fast as the
student acquires the basic knowledge, interactive activities will be introduced step by step
(seminars, practical lessons, etc.). These activities will let students have a higher level of
autonomy. In accordance with the planning of second and third years, there will be more
students’ autonomous work and less work at classroom. From the beginning of each
course, students have the detailed planning, being conscious about the follow-up
necessity.
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011